Historical Events / Persons Lesson Plan

Teacher: Gary Hess

Date: September 28, 2017
Subject / grade level: Social Studies / History, Grades 4-6
Materials: Markers, dry erase board, premade strips of paper containing information that will need to sort and
organized.

CA State & NAD Essential Standards

Chronological and Spatial Thinking
1. Students explain how major events are related to one another in time.
2. Students construct various time lines of key events, people, and periods of the historical era they are
studying.
Lesson objective(s): This exercise is designed to teach students how a timeline works, to help them
understand connections between famous people and events and to teach them out to sort and organize
information.

Differentiation strategies to meet diverse learner needs:

I believe this project can also be completed by diverse learners, but perhaps at a slower pace. Individual
instruction would be offered to any student who is unable to grasp the concepts.

ENGAGEMENT
Describe how the teacher will capture students interest.
The lesson will begin with an introduction to timelines. An example will be discussed using events
from the lives of students (perhaps listing birthdates in order of time).

What kind of questions should the students ask themselves after the engagement?
Do I understand how to make a timeline and why they are important?
Do I understand why it is important know the chronology of historical events?
Do I now understand that biblical prophecy is fulfilled during the lives or real people?

EXPLORATION
Describe what hands-on/minds-on activities students will be doing.
Students will be presented with a number of strips of paper containing historical events, dates, and
names of important people and information about their lives. Students will be broken up into groups
and asked to organize the information and then note them on a timeline on the dry erase board.

EXPLANATION
Student explanations should precede introduction of terms or explanations by the teacher. What
questions or techniques will the teacher use to help students connect their exploration to the concept
under examination?
Just as members of a family have roles that give them different names (Father, mother, son, etc.)
people fill position that add titles to who they are. Titles help us understand the positions people fill in
our world.

1
 Historical Events / Persons Lesson Plan

List higher order thinking questions which teachers will use to solicit student explanations and help
them to justify their explanations.
What did you learn from this lesson?
Why is it important for us to know how to use a timeline?

ELABORATION
Describe how students will develop a more sophisticated understanding of the concept.
The manner in which this lesson will be discussed will enlarge students understanding of time and
history and some of the people and events that fill them.

What vocabulary will be introduced and how will it connect to students observations?
We will discuss terms such as 1) natural disasters, 2) prophecy, 3) vision, 4) reign, 5) timeline and any
other terms that come up during our discussion. We will also discuss the difference between a
President (Republic) and a King (Monarchy).

How is this knowledge applied in our daily lives?

Discussion of history, people and events will help students grasp concepts in the future and better
understand discussion of these topics when listening to news, reading articles or talking with parents
and friends.

EVALUATION
How will students demonstrate that they have achieved the lesson objective?
By completing a timeline in the classroom while under the instructors observation.